School Heads’ Managerial Skills and Leadership Grid Styles: A Correlational Study Based on Teachers’ Perceptions in Monreal National High School
DOI:
https://doi.org/10.65339/ijsis.V1.I2.78Keywords:
Managerial Skills, Managerial Grid, School Leadership, School Management, Teacher Perceptions, Teacher Professional Development, Technical, Human, Conceptual SkillsAbstract
This study examined teachers’ perceptions of the school head’s managerial skills and leadership grid profile at Monreal National High School and determined the relationship between these variables. Anchored on Katz’s Three-Skill Approach, Blake and Mouton’s Managerial Grid Theory, and Mintzberg’s Managerial Roles Theory, the study employed a descriptive-quantitative research design using total enumeration of 55 teachers. Data were collected through a structured, expert-validated, and pilot-tested questionnaire assessing technical, human, and conceptual managerial skills and concern for people and production. Frequency, percentage, weighted mean, and Pearson r correlation were used for data analysis. Teachers strongly perceived the school head as demonstrating technical and conceptual skills, both with composite means of 3.85, and human skills with a composite mean of 3.80. The school head also demonstrated high concern for people (3.86) and production (3.87). A statistically significant moderate positive linear relationship was found between managerial skills and leadership grid profiles (r = 0.51), indicating that stronger perceptions of managerial competence were associated with more positive leadership grid perceptions. The study recommends strengthening professional development opportunities, resource management, teamwork, decision-making, problem-solving, and regular classroom supervision while sustaining a balance between concern for people and institutional goals. The study supports SDG 4 (Quality Education) through its focus on effective school leadership, teacher development, and supportive educational environments, and SDG 16 (Peace, Justice, and Strong Institutions) through its emphasis on collaboration, accountability, and school governance. Its sustainability impact lies in supporting leadership development, effective school management, teacher support, and continuous institutional improvement.
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